To compare control in the same insulin-requiring type-2 diabetic patients in a clinic before and after the implementation of specialist-supervised care

A research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Medicine in the branch of Internal Medicine, Johannesburg, 2014Objective: To evaluate and compare any differences in control, i.e. HbA1C, total cholesterol, BP and BMI in a single group of Type-2 diabetes patients during two time periods, i.e. before and after specialist-supervised care. In addition, to describe differences in the use of anti-platelet and statin therapy for primary cardiovascular prophylaxis. Methods: Patients were recruited from the Diabetes Clinic at Chris Hani Baragwanath Academic Hospital (CHBAH) and the audits of two separate time periods were conducted. The first audit recorded standard of care delivered by registrars from January 2005 to December 2007. The second audit recorded care after the introduction of specialist-supervised care from September 2009 to September 2012. The patients were all insulin-requiring and were required to be seen for at least 24 months during both audit periods. The first recorded HbA1C in (i) 2005 and (ii) from September 2009 triggered the inception of a patient’s assessment periods. Data for at least 80% of parameters had to be available for a patient to be included in the audit. Results: This study showed significant differences using ANCOVA comparing final values for each audit after adjustment for their respective baseline values in respect of HbA1C (p<0.000), SBP (p<0.012) and BMI (p<0.001) after the implementation of an endocrinologist-supervised clinic. The percentage of patients reaching guideline targets, and the use of aspirin and statins, improved as well. Conclusion: This study showed a difference in the level of care delivered by the endocrinologist-supervised clinic as opposed to one which was led by registrars. However, other factors may have contributed to the outcomes, most notably that the consultation time with each patient was longer after the introduction of expert supervision in 2009

The e-learning grid: integrating e-pedagogy with novel technologies

In this paper we present the approach taken by the European E-Learning Grid consortium in building learning Grids. We focus on combining collaborative and peer-to-peer approaches with the relevant pedagogical paradigms where we can arrive at the E-Learning Grid. We present a framework that supports the creation of multi-user collaborative sessions, allowing users to self-organise and communicate, share tasks, workloads, and content, and interact across multiple different computing platforms and are aiming for heterogeneity in terms of both network and operating system platforms centred on fundamental technologies

Inviting backchat: how schools and communities in Ghana, Swaziland and Kenya support children to contextualize knowledge and create agency through sexuality education

Education about sex, relationships and HIV and AIDS in African contexts is riddled with socio-cultural complexity. In this paper the authors argue that in extreme contexts education can lead change further by developing young people as significant actors in their own lives and in the lives of the community by bringing bring about change in attitudes in the community, as well as practices in schools. A qualitative study was undertaken in eight primary schools of the use of student knowledge and voice to change attitudes, impact upon socio cultural beliefs, adult-child dialogue and drive changes in practice in AIDS education. Drawing on a contextual framework that includes a socio-cultural approach to education, Basil Bernstein’s well established theories of everyday and school knowledge and Catherine Campbell’s notion of AIDS competent communities, it shows how this initiative variably unfolded in six sub-Saharan countries (Botswana, Ghana, Kenya, South Africa, Swaziland and Tanzania, – although only the latter three are discussed in detail) and analyses the potential of schools to operate for the benefit of children in difficult circumstances, especially with regard to poverty, gender, sexual violence and health. Participation, dialogue and agency were the key factors

Epidemiological features of alcohol use in rural India: a population-based cross-sectional study.

OBJECTIVES: We sought to estimate the proportion of adults in Sehore District, India, who consumed alcohol, and the proportion who had behaviours consistent with alcohol use disorders (AUDs), using the Alcohol Use Disorders Identification Test (AUDIT). Among men who drank, we identified individual-level, household-level and community-level factors associated with AUDIT scores. Men with AUDs (AUDIT score ≥ 8) reported on whether and where they had sought treatment, and about alcohol-related internal stigma. DESIGN: Population-based cross-sectional study. SETTING: Rural villages and urban wards in Sehore District, Madhya Pradesh, India. PARTICIPANTS: n=3220 adult (≥ 18 years of age) residents of Sehore District. PRIMARY OUTCOME MEASURE: Score on the AUDIT. RESULTS: Nearly one in four men (23.8%) had consumed alcohol in the past 12 months, while few (0.6%) women were consumers. Among drinkers, 33.2% (95% CI 28.6% to 38.1%) had AUDIT scores consistent with hazardous drinking, 3.3% (95% CI 2.1% to 5.1%) with harmful drinking and 5.5% (95% CI 3.8% to 8.0%) with dependent drinking. We observed that AUDIT scores varied widely by village (intraclass correlation=0.052). Among men who had recently consumed alcohol, AUDIT scores were positively associated with depression, having at least one child, high-quality housing, urban residence, tobacco use and disability. AUDIT scores were negatively associated with land ownership, out-of-pocket healthcare expenditure and participation in the national employment programme. While 49.2% of men with AUDs felt embarrassed by their problems with alcohol, only 2.8% had sought treatment in the past 12 months. CONCLUSIONS: A need exists for effectively identifying and treating adults with AUDs. Health promotion services, informed by commonly-expressed stigmatised beliefs held among those affected by AUDs and which are targeted at the most affected communities, may be an effective step in closing the treatment gap

Risk factors for vulnerable youth in urban townships in South Africa: the potential contribution of reactive attachment disorder

Reactive attachment disorder (RAD) is a psychiatric disorder developing in early or middle childhood as a consequence of significant failures in the caregiving environment. RAD results in children failing to relate socially, either by exhibiting markedly inhibited behaviour or by indiscriminate social behaviour and is associated with significant socio-behavioural problems in the longer term. This study examined RAD in South Africa, a setting with high environmental risks. We recruited a sub-sample of 40 10-year-old children from a cohort enrolled during pregnancy for whom early attachment status was known. Children were purposefully selected to represent the four attachment categories using the data available on the strange situation procedure (SSP) at 18 months. The Manchester Child Attachment Story Task (MCAST) assessed current attachment and RAD was diagnosed using a standardised assessment package. A high proportion of the children (5/40% or 12.5%) fulfilled diagnostic criteria for RAD; all were boys and were displaying the disinhibited type. SSP classification at 18 months was not significantly associated with RAD symptoms at age of 10 years, while current MCAST classifications were. This suggests that children in this sample are at much higher risk of RAD than in high-income populations, and despite a fairly typical attachment distribution in this population at 18 months, RAD was evidenced in later childhood and associated with current attachment disorganisation. The strengths of this research include its longitudinal nature and use of diagnostic assessments. Given increasing evidence that RAD is relatively stable over time and introduces longer term socio-behavioural risks; the high rate of RAD in this sample (12.5%) highlights potential developmental threats to children in low- and middle-income countries (LMICs). Our results should be interpreted with caution given sample size and risk of selection bias. Further research is needed to confirm these findings

Teenage pregnancy and parenting at school in contemporary South African contexts: deconstructing school narratives and understanding policy implementation

South African national education policy is committed to promoting gender equality at school and to facilitating the successful completion of all young people’s schooling, including those who may become pregnant and parent while at school. However, the experience of being pregnant and parenting while being a learner is shaped by broader social and school-based responses to teenage pregnancy, parenting and female sexuality in general. Drawing on qualitative research with a group of teachers and principals at 11 schools (over 80 interviewees) and 26 learners who are parents at school, in Cape Town and Durban, the article argues that dominant moralistic discourses on adolescence, normative gender roles and female sexuality, perpetuating the representation of teenage pregnancy as social decay and degeneration, underpin negative responses to learners. In addition, the school is constructed as a space where pregnancy and parenting are unintelligible. These discourses are shown to be experienced as exclusionary practices by some learners. The article foregrounds the imperative of addressing the larger ideological terrain that impacts on the successful implementation of the policy, recommending support for teachers in the challenges of providing meaningful guidance, constructive support and appropriate interventions in the nurturance of pregnant and parenting learners.International Bibliography of Social Science

Letter Ruling 12-6: Sales/Use Tax on Publishing Software

BACKGROUND:Infection with, and treatment of HIV is associated with effects on glycaemia and renal function. The purpose of this study was therefore to compare glycaemic control and albuminuria in HIV-positive and HIV-negative type 2 diabetic patients. MATERIALS AND METHODS:Diabetic patients with and without HIV infection were recruited from a diabetic clinic at Chris Hani Baragwanath Hospital in Soweto, South Africa. Data was collected on weight, height, HbA1c, fasting glucose, urine albumin:creatinine ratio, HIV status, CD4 counts, viral load and concomitant therapies. Multivariable regression analysis was used to isolate the determinants of fasting glucose and HbA1c levels and risk factors for albuminuria. RESULTS:Data were collected from 106 HIV-positive and 214 HIV-negative diabetics. All HIV infected subjects were receiving anti-retroviral therapy. The determinants of fasting glucose levels (log) were HIV infection (β = 0.04, p = 0.01) and use of anti-hypertensive agents (β = 0.07, p = 0.0006), whilst for HbA1c levels (log) they were HIV infection (β = -0.03, p = 0.03), BMI (β = 0.004, p = 0.0005), statin use (β = 0.04, p = 0.002) and glucose levels (β = 0.01, p<0.0005). In HIV-positive subjects, CD4 counts were negatively associated with glucose levels (β = -0.0002, p = 0.03). The risk factors for albuminuria were (odds ratio [95% CIs]) dyslipidaemia (1.94 [1.09, 3.44], p = 0.02) and HbA1c levels (1.24 [1.12, 1.38], p<0.0001). DISCUSSION:These data suggest that glycaemic control is worse in type 2 diabetic subjects with HIV infection and that HbA1c underestimates glycaemia in these patients. Albuminuria was not associated with HIV-positivity. The negative relationship of CD4 counts with glucose levels may reflect viral removal and easing of the associated inflammatory response. It is possible that the association of statin and anti-hypertensive therapies with high HbA1c and glucose levels, respectively, is due to such therapies being given largely to subjects with poor glycaemic control

The emergence of an ethic of care in rural Kenyan schools? Perspectives of teachers and orphaned and vulnerable pupils

In the context of HIV, there is considerable debate about the role of schools and teachers as potential sources of care and support for vulnerable children. This qualitative research examines ‘care’ as experienced and practiced by pupils and teachers in rural Western Kenya. In primary and secondary schools, interviews were conducted with 18 teachers and 57 orphaned and vulnerable pupils, alongside Photovoice. Drawing on thematic analysis and an ‘ethic of care’ theoretical perspective, we unpack the informal caring practices of teachers within resource-constrained settings. The research provides glimpses of schools as spaces of care, participation and support for orphaned and vulnerable pupils. Recognising and providing institutional support for the development of an ethic of care in schools may help to tackle the considerable educational barriers facing girls and boys who are orphaned and vulnerable and move ‘care’ closer towards the centre of educational policy and practice in the global South